Levels of learning can probably be measured by questions containing various conceptual dimensions which relate to the amount of thinking or creativity required to complete the questions. A method for measuring concept levels in child development course material was evaluated. Student proctors (N=41) and instructors (N=6) rated 73 short-answer essay questions on four dimensions: difficulty, importance, thinking, and creativity. Objective difficulty data (error frequencies) were also collected. Proctors' and instructors' ratings were significantly different, positively correlated, and significantly reliable. While the Objective difficulty data were also found to be reliable, they did not correlate significantly with either difficulty or any of the other three dimensions as rated by proctors or instructors. Results suggest that the method reliably measured concept levels, and could provide useful information about the quality of educational material. (Author)